This document discusses invisible barriers to the adoption of eLearning technologies in academia. It suggests that despite efforts to promote eLearning, its impact on education has been disappointing. Resistance to even small innovations is common. A survey found the top three reasons for non-engagement with eLearning technologies were external and stable factors like a lack of time, resources, and support rather than internal factors under individuals' control. Theories of attribution and diffusion of innovation are discussed to explain why adoption of eLearning has been limited and how perceptions of technologies need to change for broader uptake.

1. Invisible barriers to eLearning
Colin Loughlin, Dr Jason Spendelow & Professor Steven Warburton
Colin Loughlin
University of Surrey
Department of Technology Enhanced Learning

2. Why wouldn’t academic staff want to engage with
technology which could make their life easier and improve
the learning outcomes for their students?

3. Despite sustained effort and innumerable initiatives the impact of
learning technologies on education remains ‘a resolutely
disappointing one’ (Watson, 2001)
‘Education is on the brink of being transformed through learning
technologies; however, it has been on that brink for some decades
now’ (Laurillard et al, 2008)
‘Resistance seem[s] to be an inevitable outcome of even the
smallest and least controversial of innovations […] It permeate[s]
all aspects of the implementation. (Bryant, 2014)

5. Staff Survey Results

7. Identity and motivation
http://www.jiscinfonet.ac.uk/infokits/digital-literacies/
“Skills workshops alone do not impact on that take-up of TEL”
Liz Bennett – ALTC 2013

8. Goal Theory
Motivational
theory
Achievement
Motivation
Theory
Bandura Self
Efficacy
Piaget
Motivational
model
Cognitive
Theory
Attribution
Theory
Personal
construct
theory

9. Attribution Theory (Kelley 1967, 1980, Weiner 2010 & Heider 1958)
Attribution theory is concerned with how and why ordinary people
explain events as they do.
These attributions are not necessarily real, but fit with existing
(possibly faulty) models which interpret the world around us and
allow us to predict future outcomes.
For example: others’ success put down to natural talent rather than
hard work etc.
When we try to explain our own behaviour we tend to
make external attributions, such as situational or environment.

10. Internal vs, external | stable vs. unstable
We are more likely to explain our FAILURES, with EXTERNAL attributions.
We are more likely to explain our SUCCESSES, with INTERNAL attributions.
stable vs. unstable (do causes change over time)
The top three reasons for non-engagement with TEL are external &
stable.
Therefore, unlikely to change – resulting in low motivation for
change.
Learned helplessness - locus of control (feelings of powerlessness)

11. Diffusion of Innovation Theory (DoI)
According to DoI theory, behaviour will change more rapidly if innovations
are perceived as being better than previous options (relative advantage)
and consistent with the existing values, experiences and needs of
potential adopters (compatibility), if they are easy to understand
(complexity), testable via limited trials (trialability) and their results are
visible (observability).
Different information exchange relationships (communication channels)
have specific impacts in terms of innovation diffusion. This theory
particularly highlights the different roles of ‘mass media’ and
‘interpersonal’ channels, with the former especially useful for creating
awareness amongst potential adopters and the
latter being more effective in terms of persuading actual adoption.
(Rogers, 2003)

12. ‘Too often it is education’s own processes and practices that limit
broader uptake of new technologies […] Changing these processes
will require major shifts in attitudes as much as they will in policy’
(New Media Consortium, 2013)
‘Furthermore, if our mechanics or doctors did not use these tools, we
would deem them out of date and take our business elsewhere’
(Ertmer & Ottenbreit-Leftwich, 2010, p.255)

13. Thank You!
c.loughlin@surrey.ac.uk